Turning to the Evidence: What Teachers Learn About Using Classroom Records and Artifacts in Mathematics Instruction
转向证据:教师在数学教学中使用课堂记录和文物学到了什么
基本信息
- 批准号:0231892
- 负责人:
- 金额:--
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2003
- 资助国家:美国
- 起止时间:2003-01-01 至 2008-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
In this project, the researchers propose to examine how teachers use student created artifacts of mathematics learning in their own professional development. The conceptual framing for the proposal comes from two strands of work. The first strand involves theory and research about the conceptual systems teachers use to understand student thinking. Several investigators have recently described cognitive schemata for mathematics education as "lenses" through which educators perceive, organize, and enact their practice. The researchers posit that two lenses are particularly relevant to the way teachers identify and interpret evidence of student thinking from classroom artifacts and records: a "mathematical content" lens and a "mathematical epistemology" one. The second conceptual strand comes from theories of the situated nature of practice, which emphasize that knowledge itself is a function of the contexts in which it develops. Although practice-based professional development seeks to narrow the distance between the learning teachers do in professional development settings and tasks of classroom practice, the differences between the two contexts can nonetheless be significant. The project will investigate two overarching questions: (1) what do teachers learn by participating in professional development that uses classroom records and artifacts? and (2) what aspects of their learning do teachers apply to their classroom practice? The study will investigate teachers' learning as they participate in either one of two professional development programs that focus on analysis of classroom artifacts, Fostering Algebraic Thinking Toolkit (TK) or VideoCases for Mathematics Professional Development (VCM). Four sites have been selected, two TK and two VCM seminars. Comparisons to teachers not in the treatment will be included. Seminars will meet monthly for three semesters. Data bearing on questions about teachers' learning in the seminars will include: pre/post measures of teachers' algebra understanding, pre/post interviews focusing on teachers' analysis of student work samples, video records and field notes of seminar sessions, and embedded assessments of teachers' analyses of student thinking. Data about the application to classroom practice will include videotaped pre/post classroom observations of all teachers in the study (observations include briefings with teachers before and after the lesson) and monthly observations of a sample of target teachers. A comparison on some of these measures will be made with teachers who do not participate in the professional development programs. Data analysis will involve a combination of cross-case analyses and quantitative comparisons, where appropriate.
在这个项目中,研究人员建议研究教师如何使用学生创造的数学学习工件在自己的专业发展。 该提案的概念框架来自两方面的工作。第一部分涉及教师用来理解学生思维的概念系统的理论和研究。一些研究者最近将数学教育的认知图式描述为“透镜”,教育者通过它来感知、组织和制定他们的实践。 研究人员认为,有两个镜头与教师从课堂文物和记录中识别和解释学生思维证据的方式特别相关:一个是“数学内容”透镜,另一个是“数学认识论”镜头。第二个概念链来自实践的情境性质理论,强调知识本身是它发展的背景的函数。尽管基于实践的专业发展试图缩小教师在专业发展环境中的学习与课堂实践任务之间的距离,但这两种环境之间的差异仍然是显著的。该项目将调查两个首要问题:(1)教师通过参与使用课堂记录和人工制品的专业发展学到了什么?(2)教师在课堂教学中运用了哪些知识?这项研究将调查教师的学习,因为他们参加两个专业发展计划,专注于分析课堂文物,促进代数思维工具包(TK)或VideoCases数学专业发展(VCM)之一。已经选定了四个地点,即两个传统知识研讨会和两个氯乙烯单体研讨会。将包括与未在治疗中的教师的比较。 研讨会将每月举行三个学期。有关教师在研讨会上学习的问题的数据包括:教师在研讨会前/后对代数理解的测量、集中于教师对学生作业样本的分析的研讨会前/后访谈、研讨会的录像记录和现场记录,以及教师对学生思维分析的嵌入式评估。关于课堂实践应用的数据将包括对研究中所有教师的课前/课后观察录像(观察包括课前和课后与教师的简报)和对目标教师的抽样每月观察。其中一些措施将与不参加专业发展方案的教师进行比较。 数据分析将酌情包括交叉病例分析和定量比较。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Lynn Goldsmith其他文献
Lynn Goldsmith的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
{{ truncateString('Lynn Goldsmith', 18)}}的其他基金
Integrating Computational Thinking into the Insights Elementary Science Curriculum
将计算思维融入 Insights 基础科学课程
- 批准号:
1841189 - 财政年份:2018
- 资助金额:
-- - 项目类别:
Standard Grant
Can Visual Arts Learning Improve Geometric Reasoning? A Transfer Study
视觉艺术学习可以提高几何推理吗?
- 批准号:
0815588 - 财政年份:2008
- 资助金额:
-- - 项目类别:
Standard Grant
Mathematics Teachers? On-the-Job Learning: A Synthesis of Research and Conceptual Frameworks
数学老师?
- 批准号:
0722295 - 财政年份:2007
- 资助金额:
-- - 项目类别:
Continuing Grant
Leadership Content Knowledge and Mathematics Instructional Quality in the MSPs: A Study of Elementary and Middle School Principals
MSP 中的领导力内容知识与数学教学质量:中小学校长的研究
- 批准号:
0335384 - 财政年份:2003
- 资助金额:
-- - 项目类别:
Standard Grant
Affective Aspects of Teachers: Transforming Their Mathematics Practice
教师的情感方面:改变他们的数学实践
- 批准号:
9353820 - 财政年份:1993
- 资助金额:
-- - 项目类别:
Standard Grant
相似海外基金
What impact does minimal exposure to Welsh have on Executive Functions? Evidence from primary school children.
最少接触威尔士语对执行职能有何影响?
- 批准号:
2583767 - 财政年份:2021
- 资助金额:
-- - 项目类别:
Studentship
What is philolgical self-evidence? Perspectives from literary criticism and jurisprudence
什么是语言学的自明性?
- 批准号:
438613222 - 财政年份:2020
- 资助金额:
-- - 项目类别:
Scientific Networks
What Works in Wales? Developing an evidence base to inform a kitemark for employers to address the disability employment gap
什么在威尔士有效?
- 批准号:
2272758 - 财政年份:2019
- 资助金额:
-- - 项目类别:
Studentship
In what cases is the act of evidence gathering by a corporation evaluated as the act of an investigative body?
企业收集证据的行为在什么情况下会被视为调查机构的行为?
- 批准号:
19K01346 - 财政年份:2019
- 资助金额:
-- - 项目类别:
Grant-in-Aid for Scientific Research (C)
What, when, and how to treat adolescents with obesity: generating evidence for clinical dietetic practice
什么、何时以及如何治疗青少年肥胖症:为临床饮食实践提供证据
- 批准号:
nhmrc : GNT1145748 - 财政年份:2018
- 资助金额:
-- - 项目类别:
Early Career Fellowships
What, when, and how to treat adolescents with obesity: generating evidence for clinical dietetic practice
什么、何时以及如何治疗青少年肥胖症:为临床饮食实践提供证据
- 批准号:
nhmrc : 1145748 - 财政年份:2018
- 资助金额:
-- - 项目类别:
Early Career Fellowships
What we do (and don’t) know about online pricing: Evidence from e-commerce in the grocery sector
我们对在线定价了解(和不了解)的信息:杂货行业电子商务的证据
- 批准号:
403102557 - 财政年份:2018
- 资助金额:
-- - 项目类别:
Research Grants
What do Australians really care about? New survey and experimental evidence
澳大利亚人真正关心什么?
- 批准号:
DE180100647 - 财政年份:2018
- 资助金额:
-- - 项目类别:
Discovery Early Career Researcher Award
What are the impacts of being formally enroled with a GP on continuity and integration of care? Evidence from a comparison of Quebec and British Columbia
正式注册全科医生对护理的连续性和一体化有何影响?
- 批准号:
352860 - 财政年份:2016
- 资助金额:
-- - 项目类别:
Operating Grants
WHAT IS THE EVIDENCE BEHIND THE RECOMMENDATION OF WITHHOLDING CERTAIN MEDICATION BEFORE CONTRAST PROCEDURES? A SYSTEMATIC REVIEW OF THE EVIDENCE.
建议在对比程序之前停止服用某些药物的证据是什么?
- 批准号:
346047 - 财政年份:2016
- 资助金额:
-- - 项目类别:
Operating Grants